scholarly journals Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Tashmin Khamis ◽  
Geraldine Van Gyn ◽  
Jane Rarieya
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Editorial Introduction ◽  
Special Issue ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

Tashmin Khamis, Geraldine van Gyn and Jane Rarieya edited this special issue of SOTL in the South. This publication is one of  the noteworthy outcomes of the September 2017 SoTL Conference on Active Learning Pedagogies in Higher Education, hosted by the Network of Teaching and Learning at the Aga Khan University (AKU), that was held in Karachi, Pakistan. The theme which unites all the articles in this special issue is Advancing Student Engagement in Learning.    How to cite this editorial:  KHAMIS, Tashmin; VAN GYN, Geraldine; RARIEYA, Jane. Editorial: Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 1-5, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=102&path%5B%5D=33   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Introduction to the special issue

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Zach Simpson ◽  
Peter Looker
Keyword(s):  
South Africa ◽  
Peer Review ◽  
Teaching And Learning ◽  
Editorial Introduction ◽  
Special Issue ◽  
The South ◽  
Double Blind ◽  
Scholarship Of Teaching ◽  
Creative Commons

Dr Zach Simpson and Prof Peter Looker, the editors of this second, special issue of SOTL in the South, contextualise the papers in the issue in relationship to one another. These articles were select for double-blind peer-review and publication after being presented at the SOTL in the South conference in July 2017 in Johannesburg, South Africa. How to cite this editorial: SIMPSON, Zach; LOOKER, Peter. Editorial: introduction to the special issue. Scholarship of Teaching and Learning in the South.  v. 2, n. 1, p. 1-3, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=52   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

Decolonising higher education: creating space for Southern knowledge systems

2020 ◽  
Vol 4 (1) ◽  
pp. 4 ◽  
Author(s):  
Catherine Manathunga
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
Academic Disciplines ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Indigenous Knowledge Systems ◽  
Teaching Learning ◽  
Deep Listening

The complexity and scale of the globe’s current environmental and social problems requires genuine dialogue between all the world’s diverse knowledge systems. At present, despite decades of postcolonial, Indigenous and feminist research, higher education remains dominated by Northern, scientific knowledge. Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore calls for what de Sousa Santos calls ‘epistemic justice’. If we are to generate genuinely democratic approaches to knowledge production in higher education, a great deal of work needs to be done to decolonise teaching, learning and research in higher education. Decolonising higher education involves creating space for Southern knowledge systems. In this paper, I draw upon postcolonial/decolonial theories and historical transcultural understandings of deep, slow, ancient time to make a case for the importance of creating space for Southern, transcultural and Indigenous knowledge systems. I illustrate that decolonisation requires both quiet and gentle reflection as well as deep listening and courageous radical action. Finally, I highlight instances of what de Sousa Santos terms the sociology of emergences, within doctoral education from the global South.Key words:decoloniing higher educaiton, sociologies of emergence, global South, epistomologies of the South, Southern theoryHow to cite this article:Manathunga, C. 2020. Decolonising higher education: creating space for Southern knowledge systems. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 4-25. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=138This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Ways of knowing and the possible contributions of curriculum to the decolonising project

2018 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Yunus Ballim
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Curriculum Transformation

In this reflective piece, Prof Yunus Ballim argues that we need to develop a more coherent position and understanding of the meaning of curriculum transformation in higher education and how this process may contribute to decolonising the curriculum. How to cite this reflective piece: BALLIM, Yunus. Ways of knowing and the possible contributions of curriculum to the decolonising project. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 136-144, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=54   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood.

2019 ◽  
Vol 3 (1) ◽  
pp. 113
Author(s):  
Naiefa Rashied
Keyword(s):  
Higher Education ◽  
Nova Scotia ◽  
Teaching And Learning ◽  
First Person ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

Naeifa Rashied argues that Clelia Rodriguez' book Decolonizing academia - poverty, oppression and pain "does a lot more than reflect on curriculum. Its unconventional, poetic, first-person tone highlights injustices experienced from all angles in higher education which makes it a valuable read".   How to cite this book review: RASHIED, Naiefa. Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 113-114, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=104&path%5B%5D=38   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Decolonisation in universities: The politics of knowledge, edited by Jonathan D. Jansen

2021 ◽  
Vol 5 (1) ◽  
pp. 139
Author(s):  
Naiefa Rashied
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Important Resource ◽  
Creative Commons ◽  
Politics Of Knowledge

In this review of Decolonisation in Universities: The Politics of Knowledge, edited by Jonathan D. Jansen, book reviewer Naiefa Rashied explains how this book serves as an enriching resource for understanding decolonisation from a variety of disciplinary perspectives. This book is an important resource for academics and other stakeholders who are interested in decolonisation, particularly with respect to curriculum reform in higher education. Keywords: Universities, Decolonisation, Curriculum Reform, Coloniality, Institutional Curriculum How to cite this article: Rashied, N. 2021. Decolonisation in Universities: The politics of knowledge, edited by Jonathan D. Jansen. Scholarship of Teaching and Learning in the South. 5(1): 139-143. DOI: 10.36615/sotls.v5i1.171. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Internationalisation and the global South

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sergio Celis ◽  
Carolina Guzmán-Valenzuela
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Global South ◽  
Intercultural Education ◽  
Special Issue ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Political Dimensions

This special issue of SOTL in the South tackles the internationalisation of the scholarship of teaching and learning in the global South. In examining internationalisation as a means of driving globalisation, there is a group of forces that work together in a complex intersection that involve financial, military, environmental, migratory, technological, cultural, and political dimensions (Giddens, 1990). Many of these global forces are driven by commercial aims and flow from post-capitalism. In this context, this special issue portrays the struggles of conceiving and enacting internationalisation on campuses in the global South. These struggles are increasingly part of universities, yet this special issue also shows how Southern responses to internationalisation emerge from these struggles and project new practices inspired by the idea of intercultural education. Key words: Internationalisation, global South, Globalisation, Scholarship of teaching and learning, Special issue How to cite this article: Celis, S. & Guzmán-Valenzuela, C. 2021. Internationalisation and the Global South. Scholarship of Teaching and Learning in the South. 5(1): 1-5. DOI: 10.36615/sotls.v5i1.179. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge.

2017 ◽  
Vol 1 (1) ◽  
pp. 114
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Book Series ◽  
Creative Commons ◽  
The University

South African researcher Zach Simpson of the University of Johannesburg reviews the book Changing pedagogical spaces in Higher Education: diversity, inequalities and misrecognition by Penny Jane Burke, Gill Crozier and Lauren Ila Misiaszek. This book was published by the Society for Research in Higher Education (SRHE), in partnership with Routledge, an imprint of Taylor and Francis, for the SRHE Book Series.   How to cite this book review: SIMPSON, Zachary. Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 114-116, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=17>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education

2019 ◽  
Vol 3 (2) ◽  
pp. 110
Author(s):  
Dina Zoe Belluigi ◽  
Andrea Alcock ◽  
Veronica Farrell ◽  
Grace Ese-Osa Idahosa
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
The South ◽  
Research Practices ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Mixed Messages

Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell and Grace Idahosa reflect on figurative imagery in their research practices to expose the “hidden curriculum of higher education”. Their reflection recounts discursive processes in an attempt to “make sense” of “the modes of politics” in which they engage.   How to cite this reflective piece:  BELLUIGI, Dina Zoe; ALCOCK, Andrea; FARRELL, Veronica; IDAHOSA, Grace. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 110-120, Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=105&path%5B%5D=50   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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